ADD-like Behavior and Academic Achievement

Attention Deficit Disorder-like Behavior and Academic Achievement Introduction Attention Deficit Hyperactivity Disorder (ADHD) as a developmental and neurobiological condition is indicated by symptoms such as one being distracted easily, hyperactivity, and also tendency to be impulsive (Gajaria, Yeung & Goodale, 2011). ADD’s effect on how a child performs at school varies with the child’s age, size and basically on his developmental stage. Usually, people suffering from ADD rarely pay attention and will even be easily distracted. This makes persons suffering from ADD perform poorly in class work.

However, even there being cases of persons with ADD performing poorly in their academics, there are not many studies linking ADD directly to poor class work results. As such, it cannot be out rightly concluded that ADD is a sure link to failure in academics. No, that is not the case.

More, advanced and consistent research that could relate ADD to failure in class work would be very beneficial especially in arresting this problem beforehand.

Persons with Attention Deficit Disorder (ADD) have a brain dysfunction coupled with little activity when compared to their colleagues considered “normal”. Moreover, they have difficulty in grasping details and being attentive, and all in all their learning is mostly shuddered.

According to various reports, these kinds of people have experienced social constraints in their latter lives where they have found difficulties relating with other “normal people” (Howell, Huessy & Hassuk, 1985).

This study purposes to look at the presence of a relationship between ADD-like behaviors and class work performance. The driving force is that even the least brain dysfunction is capable of dimming a prospective bright academic future of an individual. A study that had ADD-Like behavior, being the dependant variable, and whether students who dropped out of their high